Finding a Link between Selective Auditory Attention and Reading Problems in Young Children: A Preliminary Investigation

Data from 3 boys indicate that a selective auditory attention task may be useful in identifying prereading children who are at risk for learning disabilities.

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Research Analysis on Language Intervention Studies for Young Children At-risk for Language Delays or Learning Disabilities from Low-Income and Multicultural Families

International Journal of Child Welfare Promotion and Management ◽

10.21742/ijcwpm.2018.2.2.19 ◽

2018 ◽

Vol 2 (2) ◽

pp. 113-118

Author(s):

Younwoo Lee

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Young Children ◽

Low Income ◽

Intervention Studies ◽

Language Intervention ◽

Language Delays ◽

Children At Risk ◽

Research Analysis

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Auditory Processing and Cluttering in Young Children

Perceptual and Motor Skills ◽

10.2466/pms.2000.90.2.631 ◽

2000 ◽

Vol 90 (2) ◽

pp. 631-639 ◽

Cited By ~ 1

Author(s):

Gordon W. Blood ◽

Ingrid M. Blood ◽

Glen Tellis

Keyword(s):

Young Children ◽

Auditory Processing ◽

Dichotic Listening ◽

Auditory Attention ◽

Attention Task ◽

Speech Task ◽

Compressed Speech ◽

Control Subjects ◽

Dichotic Listening Task ◽

Listening Task

This study examined the differences among scores on four tests of auditory processing of 6 children who clutter and 6 control subjects matched for age. sex, and grade. Scores on a consonant-vowel dichotic listening task indicated that directing the attention of the attended ear improved the percentage of correct responses for both groups of children. Those who clutter, however, showed a greater percentage of change during the directed right and left ear conditions. Cluttering children performed poorer on right and left competing conditions of the Staggered Spondaic Word Test. No differences were found between groups for the auditory attention task and the time-compressed speech task. Implications for processing of dichotic stimuli and diagnosis of children who clutter are discussed.

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Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities

Teachers College Record ◽

10.1177/016146811711901315 ◽

2017 ◽

Vol 119 (13) ◽

pp. 1-14

Author(s):

Adina Shamir

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Young Children ◽

Emergent Literacy ◽

Book Reading ◽

Children At Risk ◽

Self Regulated Learning ◽

Children's Book ◽

And Control ◽

Metacognitive Guidance

The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with meta-cognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.

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Promoting Social Integration of Young Children at Risk for Learning Disabilities

Learning Disability Quarterly ◽

10.2307/1510921 ◽

1982 ◽

Vol 5 (4) ◽

pp. 379-387 ◽

Cited By ~ 12

Author(s):

Samuel L. Odom ◽

Joseph R. Jenkins ◽

Matthew L. Speltz ◽

Michelle DeKlyen

Keyword(s):

At Risk ◽

Special Education ◽

Learning Disabilities ◽

Social Interaction ◽

Young Children ◽

Social Integration ◽

Children At Risk ◽

Handicapped Children ◽

The Social ◽

Interactive Play

The Integrated Preschool Curriculum (IPC), designed to facilitate the social integration of young children at risk for learning disabilities into mainstreamed and integrated special education classes, was compared with a standard early childhood education model curriculum. Social interaction data during play are reported for four integrated and two nonintegrated special education classes. Children in the IPC classes were found to exhibit significantly greater proportions of interactive and proximity play, while those in the contrast classes engaged in significantly greater proportions of isolate play. In the integrated classes implementing the IPC, a significantly greater proportion of the nonhandicapped children's interactive play involved handicapped children, as compared to the integrated classes employing the contrast curriculum. Similarly, in the IPC classes handicapped children played with their nonhandicapped peers more often. These data indicate that the IPC successfully promoted social interaction between handicapped and nonhandicapped students in integrated special education classes.

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